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OPGES online session. Aug. 31st, 2015
STUDENT GROWTH GOAL SETTING
Objective:
Identify, understand, and apply unique considerations of Other Professionals in the SGG process
Poll #1
Student Growth Goals
1 goal per year is written - This may be for one class, grade or needs group
Uses data beyond K-PREP or MAP tests etc…
Other Professionals may not impact skills measured by these big assessments. Use multiple measures for data that come from your field and show how you impact the students.
Counselors -Demonstrating self-discipline and self-control and demonstrating effective coping skills when faced with a problem.
Measured by a decrease in the number of office referrals for bullying. Non academic goals of OPGES will still impact academic growth. (less office referrals = more time in class)
Speech – Increase communication skills in the ability to comprehend, express, and articulate information.
Measured by meeting goals during therapy sessions. Increase of communication skills impacts all subject areas.
Goal Setting: Identifying the Enduring Skill
Based on YOUR field’s standards, what matters most? In other words, what enduring skills do you most
want students to gain from your services?
Pre planning questions for OPGES Student Growth Goals
Am I focusing on improving a program? Programmatic student impact goal
Am I focusing on working with a group of students? Student Impact goal
What impact do I expect to make in the work I already do? How does my work impact students? What goals in our school (CSIP, grade level, program, etc….) does my
role support?
Goal Setting: Identifying the Enduring Skill
What needs have you identified for the students you impact?Does a need of a particular group stand
out for which you should focus your Student Growth Goal? (SGG)
Preplanning resources.
Poll #2
Goal Setting: Identifying the Enduring Skill
Do the enduring skills you identified meet the definition of enduring and tie directly to your standards?
Enduring Learning
Learning that: • Endures beyond a single test date• Is of value in other disciplines• Is relevant beyond the classroom (applying
learning to new and unique situations)• Is worthy of embedded, course-long focus• May be necessary for the next level of
instruction• Requires critical thinking (analyzing, creating
and evaluating)
Lets Talk…
What are your questions and thoughts on planning for a SGG?
What ‘enduring skills’ have you identified?
What standards fit your work?
Specific
The goal is focused on a specific area of need: Based on content area standards and the
enduring skills, what are the needs of your current students?
Is there a smaller subgroup that has a specific need?
How many do you expect to grow and how much growth is expected?
Measurable:
The goal is measurable and uses an appropriate instrument.
Keep in mind how your school collects data and how you collect data in the library, counseling office, speech center, etc…
Which data can you use to measure student growth connected to the enduring skill you identified?
How many different tools will show evidence of growth? (Use multiple measures of assessment.)
Appropriate:
The goal is standards based and directly related to the subject and students the educator impacts. Does the identified goal and result apply to the
work you do with or for students? How does YOUR work impact student growth? Is the goal an identified need of students you
impact?
Realistic:
The goal is achievable, but rigorous and stretches the outer bounds of what is attainable.o Is the growth and proficiency target realistic?
o If baseline data shows that only 20% of students are proficient in the identified skill, is it realistic to think that 90% will be proficient when the goal is measured later in the year?
o Let baseline and trend data set the rate of growth and proficiency.
Time-bound:
The goal is bound by a timeline that is definitive and allows for determining goal attainment. Can the skill and goal be reached in the time frame
you have available to impact students?
Depending on school schedule, you may see students once a week, once a month or daily for 6-9 weeks. Determine what goal can be accomplished in this time frame.
SGG Process
1. Identify Enduring Skill (by standards) and appropriate assessment processes/plans
2. Establish a baseline. 3. Determine an appropriate SGG (growth and
proficiency) 4. Monitor progress; Adjust teaching strategies 5. Use District-Determined rules to rate overall
Student Growth as Low, Expected, High
SGG Basics…
Identify Enduring skill
Growth Component & Proficiency Component ___% of students will reach the level of proficiency asdetermined by…
All of my students willgrow at least _____.
All students (100% ) of Mrs. Jones class will demonstrate growth in understanding
______ (Skills from standards.)
Sample Goal Process
3 components included in a SGG
By the end of the 2013-14 school year, all of my 4th grade students (100%) will show growth in summarizing key ideas and details in what they read. Each student will improve by 2 or more levels on the rubric developed by my PLC team for summarization. In addition, xx% of students will score Proficient or above on the rubric by the end of the year.
Let’s talk….
What questions do you have on setting growth and proficiency targets?
Thoughts?
Experiences?
Q& A #1
Student Growth Goal process
Sample SGG: Establish Baseline Data
Situation
Pre-assessment of 10th graders using a reliable assessment tool shows that many are unfamiliar with how to use the library’s online database of resources to locate materials for information needs or pleasure reading.
Sample SGG: Determine needs based on data & standards:
Anchor Standard 1: Inquire, think critically and gain knowledge
Library Media Standard
1.1.8: Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
Enduring Learning
Evaluate resources for inquiry
10th Grade Level Benchmark
Use a range of electronic resources efficiently, effectively, and
safely by applying a variety of search and evaluation
strategies.
Sample Library SGG:
By the end of the 2015-16 school year, all of the 10th grade students will show growth in their ability to use technology tools to access information and pursue inquiry. Each student will improve two or more levels on a rubric developed by district librarians for measuring a student’s ability to use the online database of library resources to locate and evaluate materials to meet a need. XX% of the students will score proficient or above on the rubric.
.
Sample Speech Pathologist SGG
For the 2015-16 school year, all of my 4th & 5th grade fluency students will make measureable progress in their ability to have conversations about grade-level topics. Each student will improve by one or more levels on a rubric developed by speech therapists in the district to measure this enduring skill. At least ___% of my 4th & 5th grade fluency students will also perform at the meets expectations level on the rubric.
Sample Counselor SGG
For the 2014-2015 year, all 5th grade students at Kentucky Elementary will improve in their ability to use self- knowledge and interpersonal skills to help them understand and respect self and others. As a result, classroom behavior incidence/ office referrals will be reduced by 50%. Furthermore, 75% of the 5th grade students will have 3 or less classroom incidences and/ or referrals by the end of the school year.
Tracking baseline data
Student Baseline End-of-Year Met Prof (Y) Growth
Anderson 1 3 2
Apple 1+ 3 2
Coca 1 2 1
Cook 1+ 4 Y 3
Crutcher 1 3 2
Cummins 1 4 Y 3
Curry 2 4 Y 2
Curtis 1 3 2
Fry 2+ 5 Y 3
Total 44% proficient88% met growth target. (to
grow 2 or more levels.)
Including Data from multiple assessments through the year
Connections to CEP
Connections to CEP
Developing a Pathway to Proficiency
1. Determine the content standards that will inform progress toward the enduring learning.
2. Determine the progression of standards. 3. Determine proficiency for the enduring learning. 4. Choose assessment tasks from standards-based websites
What processes/procedures are already in place…
- Screener data for your content/grade level – Assessments aligned to standards – Rubric development – Collaborative teams—grade level and vertical
Questions:
Please contact Amy Jacobs with KDE with questions.
502-564-1479 ext. 4518
SGG resources and webpage
Q & A #2
